An Evidentiary Framework for Operationalizing Academic Language for Broad Application to K-12 Education: A Design Document. CSE Report.
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| Title: | An Evidentiary Framework for Operationalizing Academic Language for Broad Application to K-12 Education: A Design Document. CSE Report. |
|---|---|
| Language: | English |
| Authors: | Bailey, Alison L., Butler, Frances A., National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA., California Univ., Los Angeles. Center for the Study of Evaluation. |
| Availability: | For full text: http://www.cresst.org/reports/R611.pdf. |
| Peer Reviewed: | N |
| Page Count: | 46 |
| Publication Date: | 2003 |
| Sponsoring Agency: | Institute of Education Sciences (ED), Washington, DC. |
| Contract Number: | R305B960002 |
| Report Number: | CSE-R-611 |
| Document Type: | Reports - Descriptive |
| Descriptors: | Classroom Communication, Elementary Secondary Education, Evaluation Research |
| Geographic Terms: | U.S.; California |
| Abstract: | With the No Child Left Behind Act (2001), all states are required to assess English language development (ELD) of English language learners (ELLs) beginning in the 2002-2003 school year. Existing ELD assessments do not, however, capture the necessary prerequisite language proficiency for mainstream classroom participation and for taking content-area assessments in English, thus making their assessment of ELD incomplete.What is needed are English language assessments that go beyond the general, social language of existing ELD tests to capture academic language proficiency (ALP) as well,thereby covering the full spectrum of English language ability needed in a school setting.This crucial testing need has provided impetus for examining the construct of academic language (AL) in depth and considering its role in assessment, instruction, and teacher professional development. This document provides an approach for the development of an evidentiary framework for operationalizing ALP for broad K-12 educational applications in these three key areas. Following the National Research Council (2002) call for evidence-based educational research, we assembled a wide array of data from a variety of sources to inform our effort. We propose the integration of analyses of national content standards (National Science Education Standards of the National Research Council), state content standards (California, Florida, New York, and Texas), English as a Second Language (ESL) standards, the language demands of standardized achievement tests, teacher expectations of language comprehension and production across grades, and the language students actually encounter in school through input such as teacher oral language, textbooks, and other print materials. The initial product will be a framework for application of ALP to test specifications including prototype tasks that can be used by language test developers for their work in the K-12 arena. Long-range plans include the development of guidelines for curriculum development and teacher professional development that will help assure that all students, English-only and ELLs alike, receive the necessary English language exposure and instruction to allow them to succeed in education in the United States. (Author) |
| Journal Code: | RIEJUL2004 |
| Entry Date: | 2004 |
| Accession Number: | ED483026 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED483026 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: An Evidentiary Framework for Operationalizing Academic Language for Broad Application to K-12 Education: A Design Document. CSE Report. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bailey%2C+Alison+L%2E%22">Bailey, Alison L.</searchLink><br /><searchLink fieldCode="AR" term="%22Butler%2C+Frances+A%2E%22">Butler, Frances A.</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Research+on+Evaluation%2C+Standards%2C+and+Student+Testing%2C+Los+Angeles%2C+CA%2E%22">National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.</searchLink><br /><searchLink fieldCode="AR" term="%22California+Univ%2E%2C+Los+Angeles%2E+Center+for+the+Study+of+Evaluation%2E%22">California Univ., Los Angeles. Center for the Study of Evaluation.</searchLink> – Name: Avail Label: Availability Group: Avail Data: For full text: http://www.cresst.org/reports/R611.pdf. – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 46 – Name: DatePubCY Label: Publication Date Group: Date Data: 2003 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Institute of Education Sciences (ED), Washington, DC. – Name: NumberContract Label: Contract Number Group: NumCntrct Data: R305B960002 – Name: NumberReport Label: Report Number Group: ID Data: CSE-R-611 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Descriptive – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Research%22">Evaluation Research</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+California%22">U.S.; California</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: With the No Child Left Behind Act (2001), all states are required to assess English language development (ELD) of English language learners (ELLs) beginning in the 2002-2003 school year. Existing ELD assessments do not, however, capture the necessary prerequisite language proficiency for mainstream classroom participation and for taking content-area assessments in English, thus making their assessment of ELD incomplete.What is needed are English language assessments that go beyond the general, social language of existing ELD tests to capture academic language proficiency (ALP) as well,thereby covering the full spectrum of English language ability needed in a school setting.This crucial testing need has provided impetus for examining the construct of academic language (AL) in depth and considering its role in assessment, instruction, and teacher professional development. This document provides an approach for the development of an evidentiary framework for operationalizing ALP for broad K-12 educational applications in these three key areas. Following the National Research Council (2002) call for evidence-based educational research, we assembled a wide array of data from a variety of sources to inform our effort. We propose the integration of analyses of national content standards (National Science Education Standards of the National Research Council), state content standards (California, Florida, New York, and Texas), English as a Second Language (ESL) standards, the language demands of standardized achievement tests, teacher expectations of language comprehension and production across grades, and the language students actually encounter in school through input such as teacher oral language, textbooks, and other print materials. The initial product will be a framework for application of ALP to test specifications including prototype tasks that can be used by language test developers for their work in the K-12 arena. Long-range plans include the development of guidelines for curriculum development and teacher professional development that will help assure that all students, English-only and ELLs alike, receive the necessary English language exposure and instruction to allow them to succeed in education in the United States. (Author) – Name: CodeSource Label: Journal Code Group: SrcInfo Data: <searchLink fieldCode="JC" term="%22RIEJUL2004%22">RIEJUL2004</searchLink> – Name: DateEntry Label: Entry Date Group: Date Data: 2004 – Name: AN Label: Accession Number Group: ID Data: ED483026 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 46 Subjects: – SubjectFull: Classroom Communication Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Evaluation Research Type: general – SubjectFull: U.S.; California Type: general Titles: – TitleFull: An Evidentiary Framework for Operationalizing Academic Language for Broad Application to K-12 Education: A Design Document. CSE Report. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. – PersonEntity: Name: NameFull: California Univ., Los Angeles. Center for the Study of Evaluation. – PersonEntity: Name: NameFull: Bailey, Alison L. – PersonEntity: Name: NameFull: Butler, Frances A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Type: published Y: 2003 |
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